Between the 2nd and 11th of July 2024, CGE Erfurt e.V. team participated in an intensive Adult Education Staff Mobility training program in Madeira as part of the Art in Action project. Hosted by ARTE.M, this training brought together 12 adult educators to explore the transformative power of art-based methodologies for engaging diverse learner groups, such as migrants and seniors (60+). The program was designed to integrate creative expression, mindfulness, and non-formal education methodologies into adult learning, fostering personal and professional growth among participants.

Thematic focus of the training

The program’s structure allowed participants to experience a holistic integration of creativity and pedagogy. The daily sessions included:

• Creative thinking and problem-solving: Led by psychology specialist Anna Mikeda, these sessions introduced structured creativity frameworks such as Graham Wallas’ four stages of creativity (Wallas, 1926) and De Bono’s Six Thinking Hats (De Bono, 1985). 
• Synesthetic and self-expression: Led by Francesca Brigani, this session focused on synesthesia as a pathway to deeper self-expression, encouraging participants to explore the connections between senses, emotions, and creativity. Through interactive exercises, participants engaged in translating emotions into colors, visualizing sounds, and expressing sensations through movement and texture. By blending multiple sensory inputs, this method provided a unique avenue for adult learners to communicate complex emotions non-verbally, making it particularly effective for those facing language or emotional barriers (Cytowic, 2002).
• Nonviolent communication and community dialogue: Through role-playing exercises led by Anna Mikeda, participants practiced expressing needs and emotions constructively, fostering dialogue and conflict resolution in diverse learning environments (Rosenberg, 2003).
• Trauma healing and self-discovery through Art Therapy: Gestalt therapist Natalia Delibazoglo introduced scribble drawing, mandala creation, and visual journaling as therapeutic tools, emphasising their role in self-discovery, emotional resilience, and crisis intervention (Oaklander, 2007).
• Outdoor Learning for mental health and community engagement: Nature-based activities, including body mapping, guided reflection hikes, and soundscapes, were incorporated to highlight the therapeutic role of environment in education (Kaplan & Kaplan, 1989).

Impact on participants

The effectiveness of the training was assessed through structured reflection sessions, participant journaling, and feedback discussions. Four key areas of impact were identified:

1. Knowledge acquisition

• Participants reported significant increase in their understanding of arts-based educational tools and their effectiveness in promoting engagement among adult learners.
• Participants gained confidence in integrating creative techniques into their professional practice.

“Practicing Nonviolent Communication using a real case from our work setting was a revelation. It helped me truly understand how the method works and showed me the difference it makes when needs and feelings are expressed openly and empathetically. Applying this approach not only clarified the situation but also improved communication between colleagues, fostering a more supportive and understanding environment.” – Sokhiba, participant of the training

2. Collaborative learning

• Peer-to-peer knowledge exchange enriched participants' learning experiences, fostering a supportive and cross-cultural learning environment.
• The group dynamic encouraged reflection on inclusive pedagogical approaches, particularly for senior learners and migrant communities.

3. Creative Confidence

• Participants expressed greater confidence in facilitating art-based learning activities.
• The training demystified the use of art in education, showing that artistic skill is not required to implement creative methodologies effectively.

"Visiting ARTEM’s Office and Caravel Art Center was truly inspiring. Seeing how they blend creativity, entrepreneurship, and community engagement gave me a fresh perspective on how art can be a catalyst for social change. It was a reminder that fostering spaces like this can empower individuals and build stronger, more connected communities.” – Antonin, participant of the training

4. Practical Outcomes

Participants developed a replicable training model that has already been implemented in local session in Erfurt.

Key art-based methods blended with non-formal education and their implementation strategies

The training explored several high-impact art-based methodologies designed to foster emotional expression, creativity, and social connection. We would like to share below some key methods, their practical applications on adult learners of two specific target groups - adults with migrant background and seniors - and the impact those methods produce.

Method 1: Body Mapping for Identity Exploration

In the training, participants created an outline of their body and filled them with symbols representing challenges, strengths, and personal experiences. This technique, used in psychosocial support programs (Murray, 2023), promotes self-reflection and empowerment.

Implementation Tips:

• For learners with migration history: Use large sheets of paper and collage materials to help participants visualize their migration journey, cultural heritage, and aspirations.
• For seniors: Incorporate photographs, textures, and handwritten reflections to connect past experiences with present identity.

Impact: Encourages narrative expression, builds self-confidence, and provides a non-verbal outlet for processing emotions.

Method 2: Synesthetic Art for Creative Thinking

Inspired by Francesca Brigani’s multi-sensory approach, participants experimented with sound-color associations, textured painting, and rhythm-based drawing. Studies show that cross-modal perception enhances creativity and cognitive flexibility (Cytowic, 2002).

Implementation Tips:

• For learners with migration history: Pair music from different cultures with abstract painting exercises, allowing participants to express emotions through sensory associations.
• For seniors: Use sound-based memory exercises, where participants paint emotions evoked by nostalgic songs.

Impact: Strengthens cognitive engagement, emotional connection, and cultural appreciation, making it a highly adaptable tool for diverse adult learners.

Method 3: Mandala Creation for Emotional Regulation

Mandala drawing is widely used in art therapy to promote stress reduction and focus (Jung, 1959). Participants created mandalas using sand, shells, and natural materials, integrating mindfulness into the creative process.

Implementation Tips:

• For learners with migration history: Encourage participants to incorporate cultural symbols in their mandalas, sharing their personal histories through color and shape choices.
• For seniors: Offer guided breathing exercises before drawing to enhance relaxation and cognitive engagement.

Impact: Supports emotional regulation, enhances self-awareness, and fosters cultural expression in adult education settings.

Method 4: Nonviolent Communication (NVC) through Role-Playing

NVC, developed by Marshall Rosenberg (2015), is a structured communication method that fosters compassionate dialogue and conflict resolution. The training included role-playing exercises where participants practiced expressing needs and emotions without judgment.

Implementation tips:

• For learners with migration history: Use real-life integration challenges (e.g., housing, employment) to simulate dialogue scenarios. Encourage learners to express emotions through art (drawing their feelings before verbalizing them).
• For seniors: Adapt the exercises to intergenerational dialogue — seniors can share life stories while younger participants respond using visual or written storytelling.

Impact: Improves self-expression, emotional intelligence, and conflict resolution skills, essential for both migrants adjusting to new environments and seniors navigating intergenerational relationships.

Method 5: Outdoor Mindfulness and Grounding Techniques

Nature-based learning enhances mental clarity, reduces anxiety, and fosters creative inspiration (Kaplan & Kaplan, 1989). In Madeira, educators practiced silent walks, breathing exercises, and guided reflections in outdoor settings.

Implementation Tips:

• For learners with migration history: Organise nature walks where participants collect natural objects and create storytelling collages about their migration journey.
• For seniors: Integrate gentle stretching and breathing exercises into the walks to enhance physical and mental well-being.

Impact: Promotes relaxation, mindfulness, and creative thinking, helping learners build resilience and adaptability.

Conclusion: Expanding the impact locally

The "Art in Action" training in Madeira provided CGE educators with valuable, replicable tools to foster creativity and inclusion in adult education. Following the mobility, these methods were implemented in Erfurt in Dcemeber 2024 during two local workshops, proving their effectiveness in engaging learners of various backgrounds.

CGE Erfurt e.V. is committed to continuing these initiatives and expanding access to creative learning opportunities. We welcome community members, educators, and organizations to collaborate with us in bringing more art-based workshops to the local adult education landscape. If you are interested in organising or attending a workshop, please reach out to our team for more information!

References:

Cytowic, R. E. (2002). Synesthesia: A union of the senses. MIT Press.

Jung, C. G. (1959). The archetypes and the collective unconscious. Princeton University Press.

Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. Cambridge University Press.

Murray, A., et al. (2023). Body mapping for arts-based inquiry in mental health research: A scoping review. The Lancet Psychiatry, 10(11), 896-908. https://doi.org/10.1016/S2215-0366(23)00224-9.

Oaklander, V. (2007). Hidden treasure: A map to the child's inner self. Karnac Books.

Rosenberg, M. B. (2015). Nonviolent Communication: A language of life. PuddleDancer Press.

Wallas, G. (1926). The Art of Thought. Harcourt Brace.